MODULE A: Comparative Study of Texts and Context

1. MODULE A: Comparative Study of Texts and Context Elective 2: Texts in Time • In this elective students compare how the treatment of similar content in a pair of texts composed in different times and contexts may reflect changing values and perspectives. • By considering the texts in their contexts and comparing values, ideas and language forms and features, students come to a heightened understanding of the meaning and significance of each text. http://coolstuffschool.com

2. …texts composed in different times and contexts… http://coolstuffschool.com

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6. More ideas about historical context… http://coolstuffschool.com

7. The novelFrankenstein (or the Modern Prometheus) - 1818 by Mary Shelley, and the film Blade Runner – 1982 – directed by Ridley Scott. Texts in time… http://coolstuffschool.com

8. Compare texts in order to explore them in relation to their contexts. http://coolstuffschool.com

9. So… what was “new” and different about Romanticism in the late 18th century and the 19th century?? ROMANTICISM… BEFORE…? NEO-CLASSIC LITERATURE • Individual beliefs and ideas • Individuals challenged the social expectations and were beyond control • Un-manicured gardens – mountains / oceans / forests • Positioned the responder to be inspired • The “natural” world was sublime • Universal beliefs and ideas • Individuals conformed to social expectations • Manicured and “show” gardens • Positioned the responder to feel peaceful and tranquil • The “natural” world was dangerous and evil http://coolstuffschool.com

10. Frankenstein: a brief chronology of events related to context… http://coolstuffschool.com

11. Blade Runner: A brief chronology. http://coolstuffschool.com

12. …social, cultural and historical context influences aspects of texts… • changes in context lead to changed values being reflected in texts: • use of the language of texts, • purposes and audiences, • analysis of the content, • values and attitudes conveyed through a range of readings (different people’s points of view) http://coolstuffschool.com

13. Use of Language… Frankenstein • The language is usually highly emotional, melodramatic and threatening. • There is always more emphasis on description than dramatic action; this emphasis on description does not however involve detailed analysis of inner feelings. • The Creature's language is highly rhetorical (which could also be said for much of the book). • There is a big difference in language between the three narrators. • The Creature's eloquent language is unexpected. Instead of a grunting animal, is the impressive use of balance and opposition in his order to Victor "Remember I am thy creature; I ought to have been thy Adam; but I am rather the fallen angel, whom thou divest from joy... and I shall again be virtuous."- biblical allusions, antiquated English , fragmented sentence, repetition of the personal and high modality of “I am” http://coolstuffschool.com

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15. The five replicants • are actually androids – artificial human beings designed to function on planets beyond Earth. Their sudden return to Earth causes alarm and fear because of their superhuman strength and violent tendencies. • DeckardDeckard is a ‘blade runner’ whose job is to track down ‘non-humans’ or replicants. His relentless pursuit is responsible for the deaths of four replicants and he spares the life of a fifth, Rachel. During his hunt, there is evidence to suggest he might be a replicant himself. At the end, he is attempting to flee the city with the replicant, Rachel, towards to an uncertain future. http://coolstuffschool.com

16. Examination rubric… EXAMINATION / ASSESSMENT RUBRIC In your answer you will be assessed on how well you: ■ demonstrate understanding of the meanings of a pair of texts when considered together • what are the common ideas / attitudes / values / assumptions / information / human characteristics / human relationships between Frankenstein and Blade Runner? ■ evaluate the relationships between texts and contexts • How closely are the two texts similar? How distantly are they different? Why? ■ organise, develop and express ideas using language appropriate to audience, purpose and form How? = what language / film forms and features are used in each text to show the ideas etc… Different contexts… WRITE ACCURATELY – no waffling-on… you must keep returning to your thesis statement http://coolstuffschool.com

17. Structure • The novel is structured as a ‘nest of stories’ or a “framed” narrative. One narrative inside another. Each narrative gives a different perspective on events. • In the film, there are two parallel narratives. Comparative study of common features of both texts: …Which means… What are the similarities between the two texts? Common premise • If scientists were capable of creating life… then the resulting relationship between the creations and humans would be uneasy and tense. • The creators come to loathe their creations and try to destroy them. • The creations react with similar violence when faced with destruction • 19th C, the scientist, represented by Victor Frankenstein, was the enemy of the Creature. In the 21stC, the enemy of the replicant is the Tyrell Corporation. . http://coolstuffschool.com

18. …analysis of how language and other communication techniques contribute to the creation and reading of both texts…. • Personal letter (F) = more personal and “real” connection to the responder & develops responder’s empathy with the composer • Narrration (BL) = more personal and “real” connection to the responder & develops responder’s empathy with the composer • Descriptive, OTT language and antiquated syntax (F) • Sci – Fi – invented lexicon (BL) • irony, empathy, minor characters, tone, classical allusions, archetypal characters, contextual allusions to Freud, emotive language, bathos, pathos (F and BL) • Verisimilitude (or truthlikeness) is the quality of realism in something (such as film, literature, the arts, etc) – created through: sensory imagery, symbolism, connotations, similes, metaphors, hyperbole, irony, repetition, statistics, alliteration, juxtaposition (F and BL) http://coolstuffschool.com

19. 2010 HSC examination question Analyse how Frankenstein and Blade Runner imaginatively portray individuals who challenge the established values of their time. The prescribed texts are: • Mary Shelley, Frankenstein and • Ridley Scott, Blade Runner (Director’s Cut) or (Final Cut) http://coolstuffschool.com

20. How your exam will be marked… (from the NSW BOS) • Analyses skilfully how Frankenstein / Blade Runnerportray individuals who challenge the established values of their time • Demonstrates skilfully an understanding of the relationships between F and BL and their contexts using well-selected and detailed textual reference • Composes a perceptive response using language appropriate to audience, purpose and form • Marks 17–20 http://coolstuffschool.com

21. Comments from the marking centre – NSW BOS • In better responses, candidates • considered the key notion of individuals challenging established values and produced a shaped response that developed and sustained a thesis which genuinely addressed the question and which used a discerning selection of textual references. • In weaker responses, candidates tended to • identify some similarities between these texts, often with a limited understanding of the significance of these similarities. • They often considered the key concept of established values of their time in a superficial or generalised way or ignored it. • Treatment of context was not integrated into the discussion and was frequently a reference to the time of composition rather than an understanding of how context is reflected in the construction and reception of texts. • They often relied on a few basic or inappropriate references to texts. http://coolstuffschool.com

22. evaluate how different contexts effect how composers use of medium of production, textual form, perspective and choice of language influence meaning. Film, print, Time period  Cultural, social, historical, technological Weigh-up / assess Novel, sci-fi feature film Dominant? Resistant? Subversive? Marginalised? Disenfranchised? Popular? Cultural? Christian? Non-Christian? Post-modern? Feminist? Capitalist? Marxist? Formal? Colloquial? Idioms – simile – metaphor – modality – dialogue – imagery – symbols – motifs – audio effects – camera angles, shot types and movement – contrast – irony – satire – persuasive – positive or negative tone – emotive language – factual language – stereotypes – cliches – catch phrases – journalese - Show specific ideas, events, people, values, attitudes about history and memory. http://coolstuffschool.com